Wigston Menphys Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Regardless of how complex their needs, children placed at Wigston Menphys Nursery School are welcomed warmly by all staff.

Staff work as a close-knit team. They have high levels of training, knowledge and skills, as well as a great deal of experience. This allows them to be able to meet children's needs.

Children are happy and safe. They feel secure.

The headteacher ensures that children receive a good education.

She insists that staff not only care for children well, but that they teach them about the world. As a result, staff plan interesting and challenging things for children to do. They are aiming to improve their planning to make it even better....

Children achieve well. They learn to communicate and form relationships. They begin to understand how to be kind to others.

They share books, join in songs, and find out about topics that help them to understand the world around them. For example, children enjoyed learning about Diwali. They try painting pictures and making simple music together.

They visit local shops and cafés. Every day is exciting, so children want to come to school!

What does the school do well and what does it need to do better?

The headteacher leads this school well. She has helped staff to consider how to plan for children's education, as well as their care.

She expects staff to 'help every star to shine'. She makes sure children achieve all they can from their starting points.

Staff have responded well to the headteacher's message.

They appreciate the training they have received. Staff plan activities that cover all areas of learning of the early years curriculum.

Staff are a happy team.

They say leaders are mindful of their work–life balance. Staff adjust their teaching well overall to meet each child's needs. They have begun to improve their planning, so they can do this precisely.

Staff ensure that every child is involved in learning. Specialist equipment, mainly supplied by the National Health Service, is provided for those who need help to move or walk. They use a total communication system, including Makaton, body signing, picture exchange, and photographs, to help children to understand.

Staff read lots of books with children. They bring these to life by using props such as umbrellas and water sprays to teach about the rain. Most of all, staff want children to become more fluent and independent.

They repeat activities and words many times so that children can learn. Over time, they build children's skills. Staff are always there to help children when they need it.

However, once children can do things for themselves, staff say 'well done', with a big smile, and let them. Staff ensure that they develop children's language and communication skills. They explain things well so that children do not become anxious.

Children learn to listen and respond well. They begin to manage their feelings, and make relationships.

Children begin to understand how their behaviour can affect others.

The school is a friendly place where they learn together. Staff have a genuine care for every child. Staff are good role models for them.

Lunchtimes are calm and settled. Staff teach children how to share equipment, and how to take turns. Staff use an effective, positive approach to managing behaviour.

This helps any children who find it difficult to manage how they behave.

Children's personal development is good. They learn to understand emotions.

They sing songs about feelings, and point to pictures of happy or sad faces. Staff notice when children become frustrated if they cannot do something, such as completing a jigsaw. Staff encourage them gently to try again.

If something goes wrong, staff stay calm so children do not become upset. Staff play music for children to relax to. They teach them how to brush their teeth daily, and encourage them to explore outdoors.

Parents are highly positive about the school. They say that staff give them lots of support, such as teaching them to use Makaton and picture exchange systems.

Safeguarding

The arrangements for safeguarding are effective.

The safeguarding of pupils is of the highest priority for every member of the staff team. Leaders ensure that staff are well trained to notice any signs that a child may be being harmed. Leaders insist that, however slight, staff pass on any concern to them within 15 minutes.

Leaders keep detailed records of all concerns and the action they take in response. They do not delay in making a referral to an external agency if they need to.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have recently introduced a new system for staff to assess children and record their progress.

However, this system is still too recent to measure anything other than its initial impact. Leaders need to support and guide staff to use it consistently well so that everyone can record information accurately, and use it to plan precisely the next things each child needs to know or do. Leaders need to check that over the longer-term the system delivers the impact they want.